Parent and Educator Information Dyslexia

Parent and
  Educator
Information

 Dyslexia

Q: What is Dyslexia?

A: The Texas Education Code defines
dyslexia in the following way:
    1. Dyslexia means a disorder of constitutional origin manifested
    by a difficulty in learning to read, write, or spell despite
    conventional instruction, adequate intelligence, and
    sociocultural opportunity.

    2. Related disorders includes disorders similar to or related to
    dyslexia such as developmental auditory imperception,
    dysphasia, specific developmental dyslexia, developmental
    dysgraphia, and developmental spelling disability.

The current definition from the International Dyslexia
Association states the following:
      Dyslexia is a specific learning disability that is neurological in
      origin. It is characterized by difficulties with accurate and/or
      fluent word recognition and by poor spelling and decoding
      abilities. These difficulties typically result from a deficit in the
      phonological component of language that is often unexpected
      in relation to other cognitive abilities and the provision of
      effective classroom instruction. Secondary consequences
      may include problems in reading comprehension and reduced
      reading experience that can impede growth of vocabulary and
      background knowledge.

Q: What are the primary
    reading/spelling
   characteristics of
       dyslexia?

•   Difficulty reading real words in isolation

•   Difficulty accurately decoding nonsense words

•   Slow, inaccurate, or labored oral reading

•   Difficulty with learning to spell.

The reading/spelling characteristics are the result of difficulty with the
following:

•   The development of phonological awareness, including segmenting,
     blending, and manipulating sounds in words

•   Learning the names of letters and their associated sounds

•   Phonological memory (holding information about sounds and words in
    memory)

•   Rapid naming of familiar objects, colors, or letters of the alphabet

Secondary consequences of dyslexia may include
the following:
   •   Variable difficulty with aspects of reading
       comprehension
   •   Variable difficulty with aspects of written composition
   •   A limited amount of time spent in reading activities

Q: What are the common
characteristics that may be
associated with dyslexia if they
are unexpected for
individual’s age, educational
level, or cognitive abilities?

Characteristics of Dyslexia for Students in Kindergarten through
Third Grade

•   Had or has delayed speech
•   Has difficulty with rhyming
•   Pronounce words (busgetti for spaghetti)
•   Has difficulty remembering nursery rhymes or chants
•   Is slow to develop new vocabulary words
•   Has difficulty with recalling the right word
•   Had or has trouble learning numbers, days of the week, colors or shapes
•   Had or has difficulty learning to write his or her name
•   Does not spell words phonetically (spelling-by-ear)
•   Has difficulty breaking words into their parts (snowman into snow and man)
•   Has difficulty breaking words into their phonemes (man into m/a/n)
•   Had or has difficulty learning letter names and their corresponding sounds
•   Has difficulty recognizing words in isolation
•   Has difficulty decoding nonsense words
•   Has slow, inaccurate or labored oral reading
•   Has a family history of reading problems

Characteristics of Dyslexia for Students in Fourth Grade Through
High School
•   Has history of reading and spelling problems
•   Has slow, inaccurate, or labored oral reading
•   Has inadequate vocabulary
•   Avoids reading for pleasure
•   Has difficulty with aspects of written composition
•   Has difficulty spelling

Q: What is the procedure
for assessment for dyslexia?

When formal assessment is recommended, the district completes the
evaluation process as outlined in 504 using the following procedures:

•   Notify parents or guardians of proposal to assess student for dyslexia
    (504)

•   Inform parents or guardians of their rights under 504

•   Obtain permission from the parent or guardian to assess the student for
    dyslexia

•   Assess student, being sure that individuals/professionals who administer
    assessments have training in the evaluation of students for dyslexia and
    related disorders.

Note: If the student is being assessed as part of a special education
evaluation or is already served in special education and a dyslexia
evaluation is being requested, IDEA due process procedures must be
followed.

1.       Data Gathering
     •   Vision screening
     •   Hearing screening
     •   Teacher reports of classroom concerns
     •   Report of on-going assessments
     •   Accommodations provided by classroom teachers
     •   Academic progress reports (report cards)
     •   Samples of school work
     •   Parent conferences
     •   Testing for limited English proficiency (all years available)
     •   Speech and language screening through a referral process
     •   The K-2 reading instrument as required
     •   Universal screening for all grade levels available
     •   State student assessment
     •   Response to previous interventions (RTI)

2.   Formal Assessment
      Domains to be assessed depending upon the student’s age and stage of reading
      development

      a)    Academic skills
      •    Letter knowledge (name and associated sound)
      •    Reading real and nonsense words in isolation (decoding)
      •    Reading fluency (both rate and accuracy)
      •    Reading Comprehension
      •    Written spelling

      b)    Cognitive process
      •    Phonological/phonemic awareness
      •    Rapid Naming

      c)    Additional areas that may be assessed
      •    Vocabulary
      •    Listening comprehension
      •    Oral expression
      •    Written expression
      •    Handwriting
      •    Orthographic processing
      •    Mathematical reasoning
      •    Intelligence

3.       English Language Learners(bilingual,
         ESL, and LEP)
     In addition to formal assessment

     •   Home Language Survey
     •   Assessment related to identification for limited English
         proficiency(oral language proficiency tests and norm-reference
         tests)
     •   State testing
     •   Texas English Language Proficiency System (TELPAS) information
         (Reading Proficiency Test in English [RPTE] and Texas Observation
         Protocol [TOP])
     •   Linguistic environment and second-language acquisition and
         development
     •   Previous schooling in and outside of the United States

4. Identification of Students with
Dyslexia
The identification of dyslexia is made by a 504 committee. The
504 committee determines the identification of dyslexia after
reviewing all accumulated data. In order to make the
appropriate identification of dyslexia the 504 committee will
make decisions base on the following three questions:

  1.   Is the child having trouble at the word level?
  2.   Is it due to a deficit in phonological or phonemic
       awareness?
  3.   Are the weaknesses in reading unexpected in
       relation to the student’s other cognitive abilities and
       unexpected in relation to the provision of effective
       classroom instruction?

Q: What are the
components and
approaches of instruction
for students with dyslexia?

Components of Instruction
• Phonemic awareness
• Phonics
• Language structure
• Linguistic instruction directed toward fluency
• Strategy-oriented instruction

Instructional Approaches
• Explicit
• Direct
• Systematic
• Sequential and cumulative
• Intensive
• Curriculum that matches student’s ability
• Small group

Q: Can individuals
succeed in varied
fields despite their
     dyslexia?

Famous People with Dyslexia